Reflection: Connection to Prior Knowledge Style Study: Tale of Two Cities Book 3 Chapters 3-5 Quotation Analysis - Section 2: Review of Poster Creation Requirements (Plus a Few Bonus Additions)

 

Just a note on why I chose the literary devices I chose. Since I am guided their thinking both today and last Friday by giving them quotes, I chose literary devices that I knew they would be able to identify. Generally speaking, I don't want to focus my assessment of figurative language on a student's ability to identify that it is being used. I am more concerned with their ability to tell me why or how it is being used. 

All of the devices in this activity (symbolism, dialogue, allusion, parallel structure, imagery, flashback, and personification) should be devices that they are familiar with, either from our class earlier this year or from previous classes. Allowing them to use a resources such as Writer's Inc. allows them to check their prior knowledge to make sure it is correct, but then they can focus on doing the higher level thinking of analysis.

Here lies the struggle:  Syntax (at least the concept) is new to them. I should have focused my energy on making sure we all knew what syntax was and how it can be used for meaning instead of assuming they would be able to analyze this on their own. 

  Why These Literary Devices
  Connection to Prior Knowledge: Why These Literary Devices
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Style Study: Tale of Two Cities Book 3 Chapters 3-5 Quotation Analysis

Unit 9: Literary: Analysis of Narrative Style in A Tale of Two Cities
Lesson 5 of 9

Objective: SWBAT continue to apply knowledge of how language functions to comprehend their reading by analyzing specific quotes for use of syntax and figurative language.

Big Idea: Adding to our work with A Tale of Two Cities book 3, chapters 1 and 2, students will create style posters adding additional quotes from chapters 3-5 of the novel.

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